Interconnected Systems Framework PA PBS Network Professional Learning Community Webinar #2 March 14, 2017

Agenda Follow up since 2/14 webinar CIU 10 Examples Resources Bellefonte Area School District Keystone Central School District Resources

Follow Up from Last Time Questions, feedback, comments ISF Implementation Inventory Chicora Elementary – will be sharing on next webinar!

Please Share One item you took from last two webinars back to your site for discussion or follow up One way you have identified you will use this PLC to advance the goals of your project One question you would like addressed today

An Interconnected Systems Framework A Structure and process for education and mental health systems to interact in most effective and efficient way. guided by key stakeholders in education and mental health/community systems who have the authority to reallocate resources, change role and function of staff, and change policy.

Core Features Aligned Effective teams that include community mental health providers, family/youth Data based decision making Formal processes for the selection and implementation of evidence based practices (EBP) Early access through use of comprehensive screening Rigorous progress-monitoring for both fidelity and effectiveness Ongoing coaching at both the systems and practices level.

Example of Work Flow Checklist Select District and Schools Form or Expand District Team (Workgroup of existing team?) Membership Establish Operating Procedures Conduct Resource Mapping of current programs/initiatives/teams Identify gaps/needs Assess staff utilization Examine organizational barriers Establish priority- measureable outcomes Develop Evaluation Plan District and School Level Tools Identified Economic Benefits Develop Integrated Action plan Identification of Formal Process for Selecting EBP’s System for Screening Communication and Dissemination Plan Write MOU- Determine who will implement the plan

CIU 10 ISF Facilitator – Dawn Moss Bellefonte Area School District Keystone Central School District

Bellefonte Area School District Fall 2008 District received a School Based Behavior Health Grant to establish PBIS in Bellefonte Elementary and Bellefonte Middle School.   Continued to scale implementation into other buildings within the district Fall 2012-13 Pilot site for universal screeners trained with Kathleen Lane. Pilot site for stop/walk/talk training with Scott Ross. Banner Status is awarded to all schools within the district. 2016 Bellefonte Elementary and Bellefonte Middle School recognized for fidelity at Tier 2.

Bellefonte Area School District 2012-2013 Established District Leadership Team Improved Communication. Increased Superintendent Awareness of PBIS and Social/Emotional needs of Students. Improved Data Collection and Tracking Systems. Provided format to have discussions that the data generated from the universal screeners and to adopt evidence base practices district wide. Built a Foundation for Interconnected Systems Framework. 2015-2016 Interconnected Systems Framework District Community Leadership Team.

Universal Screening – initial project Student Risk Screening Scale (SRSS) Completed in spreadsheet format Students rated on 14 indicators Social Skills Improvement System (SSIS) Completed by paper and pencil, then needed to be in putted into spreadsheet. Identified larger member of students due to academic components. The screeners identified the same students in need. District decided to use the SRSS, then moved to SRSS - IE

How do we use this information to help with decision making? Once SRSS – IE was used, it became evident that buildings needed additional resources and interventions in order to meet address students with internalizing concerns This led to dialogue at the DCLT on how to enhance continuum of interventions with community mental health partners Community mental health providers were able to commit clinicians and other staff to join building level team meetings to review data, select interventions, and enhance continuum

Getting Started with ISF Overview with district and community partners Began with resource mapping and action planning Have identified demonstration schools for initial training during 2016-17 school year Schools completed ISF II to gather baseline data and for action planning

Bellefonte Middle School

Next steps Develop action plan with school Highlight those areas indicated in “red” Primarily focus on Tier One areas Align building level training to focus on items in action plan Working with community partners on moving MH Agency clinicians from co-located model to ISF model

Bellefonte Elementary Karen Krisch SY 2016-17 – three days of training on implementing core features at building level Developing action plan to include collaborative partners and existing resources Youth Service Bureau CASSP UCBH – MH Provider (Outpatient +)

Bellefonte Elementary Other action items include Integration of SAP and Tier 2 Youth Mental Health First Aid training Big Brother/Big Sister Program Encourage community businesses to adopt school-wide expectations and use acknowledgement (tokens/tickets) Potential new position to support social, emotional, and behavioral continuum

Discussion Questions or comments for Karen – Bellefonte example

Keystone Central School District County (Clinton) district of approximately 1,000 square miles…we bus around 8,000 miles per day Two high schools (30 miles apart), 2 middle schools, 6 elementary schools 4,024 students and over 600 employees (the largest employer in the county) Economically Disadvantaged numbers range from 55% to 84% in our elementary schools We house and run our own Career and Technical Center and On-line Learning Program

Single System of Delivery Why We Decided to Adopt ISF: Strong Leadership Team and involvement with Schoolwide Positive Behavior All schools in the district participate; 3 received Banner Status in 2015, 4 more in 2016 We have involvement with many agencies, but the “right hand doesn’t always know what the left hand is doing” The Interconnected Systems Framework gave us a vehicle to get the decision makers to the table to talk about how we can better collaborate and work together differently to support students and families

Other decision points Beginning Tier Two Implementation CSBBH Team started in fall of this year Have a community data point around substance abuse and use among both students and families

Getting Started We got support from the Leadership Team to move ahead and asked them who they felt should be invited to the table An email was sent to various community agencies including the Infant Development Program, The Women’s Center, Children and Youth, Probation, various Mental Health providers, Drug and Alcohol prevention and counseling services, community drug/alcohol prevention groups, Lock Haven University, Lock Haven and Renovo YMCA, Clinton County Commissioners, Police agencies/Clinton County District Attorney, physicians, preschools, Head Start, Clinton County Economic Partnership, KCSD School Board President, and members of the Leadership Team for the district We promised lunch…they came to the meeting!

Getting Started cont. Discussion of moving beyond access SAP Data on referrals and those connected to interventions within the community Discussion of Early Childhood and School Age connections – education and mental health Discussion of school and community data

How do the Key Messages support our efforts? We need a Single System of Delivery in order to get everyone on the same page in such a large county with so many needs…also building support for the district and our children as the agencies have an understanding of and appreciation for the work in the buildings Action plans “force” us to bring measurable goals to the table…we can’t just sit and admire the problems…we need action to solve them and importantly to determine if the interventions we put in place are successful

How do the Key Messages support our efforts? (continued) Keep us focused on the idea that mental health is for all…not just those struggling or identified with problems…ALL students need wellness and positive life skills…a proactive effort by dealing with manageable issues now before they become huge issues later Helps us to select a few evidence-based practices that will be implemented across the district with fidelity…rather than “pockets” of good stuff that aren’t sustained by a systems effort Screening efforts can positively impact all students and this data can further support programs and planning

Moving forward All agencies are overwhelmed by the needs in our community…there is no doubt we have to work together if any of us are going to be successful The communication has already brought to light how little we sometimes know about one another…and how important it is that we become better acquainted with what our agencies and programs have to offer This communication has opened lines for better problem solving and a “we’re all in this together” mentality

2017-18 Two buildings in CIU demonstration project Keystone Cares “connection” Action item developed from 2016-17 DCLT planning Family Engagement and Participation Facebook page – reinforcement/connection

Keystone Cares Clinton County Offices of Children and Youth, Courts, District Attorney, and Probation Mission to offer multi-agency effort to focus on practices that will make life better for children and families Monthly themes throughout school year – face to face activities and social media

Keystone Cares September – “What Are You Reading?” October – “Say No To Drugs” (Red Ribbon) November – “No Bullying Allowed” December – “Charity and Giving” January – “Attendance Counts” February – “Emphasis on Family” March – “Get Active, Be Healthy” April – “Build a Future: Study, Learn, Succeed” May – “Mental Health Awareness”

Social Media Example Facebook page – Asked families to post comments about how they they spend time together as a family Families who posted had their names entered into a drawing Winners received board games as prizes

Discussion Questions or comments about KCSD example

ISF Implementation Inventory

Purpose of ISF Implementation Inventory To assist school and community partners in their installation and implementation of ISF To assess baseline and/or ongoing implementation progress of critical ISF features To inform action planning that advances and enhances ISF implementation To measure ISF implementation fidelity ISF Implementation Inventory is multi-purposed. is it was developed as a fidelity tool, but we also want to make sure it includes that action planning piece. So we specifically identified it as an implementation inventory not an implementation fidelity checklist. Fidelity was left out intentionally so that it wasn’t seen as a research tool or something that was very evaluation-heavy but more as a tool that was supportive of advancing implementation in a succinct and strategic way. So we’re really looking at it as a tool that schools who are in that installation and implementation stages of ISF can use. You can use it for a baseline and then continue using it for progress-monitoring. Really, the items on the scales are around those critical features for ISF implementation, so that’s why it is not just a fidelity check, but also training—we’re organizing training around those items and then organizing the action planning that goes with it. So its kind of a multipurpose, singular tool. And I like it, in case you can’t tell.”

ISF Implementation Inventory: Tiered Domains 19 items 16 items Implementation of SWPBIS: Are core features of SWPBIS implemented with fidelity? Teaming: Do team members collaborate? Do team members include education and mental health system representatives, families, and students as indicated with active opportunities for participation and collaboration Collaborative Planning and Training: Do all team members have PD and training across systems and core features of ISF, as well as intervention practices as appropriate? Family and Youth Engagement: Are students and families included in teaming, decision making, intervention selection and implementation, intervention monitoring, and system processes? Intervention Selection, Implementation and Progress: Are evidence-based interventions selected based on need, implemented with fidelity, progress monitored, and concluded after attainment of positive outcomes? Data-Based Decision Making: Are data representative of school, home and community behavior collected, analyzed and used for decision making, including outcome/impact, process, and fidelity data? ISF Implementation Inventory: Tiered Domains

ISF Implementation Inventory Report Card Percent of implementation fidelity is graphed Graphed by tier and assessment time point “The next part of the report card moves into actually the Implementation Inventory results outside of that one item. And so first we’re showing you your percentage of implementation by each tier and the way we’ve build these charts is that you’re using them iteratively and over time—subsequently I guess would be the right word. But basically if you use it in the fall and then again in the spring and then again next year, we’ll keep adding bars to the graphs so you can evaluate your implementation fidelity over time and across tiers.”

Tier implementation score ISF Implementation Inventory Report Card Item to consider for action planning to create immediate change Items will already be highlighted based on scoring by the ISF research team. Schools will be encouraged to review highlights for action planning Item to consider for action planning but may need additional time/more intensive system changes for score improvement “And so then we’ve broken it down by item level, so you can see here why some of the items and why—this is tier II, right? Yes—so why tier II isn’t quite at that 80%, because a couple of their items are rated in that mild to moderate range. So we’ve gone ahead and highlighted the yellow and red for you to indicate where the items are falling. Then you can see the distribution of those scores. So for example, item 2.7 might be one that you would want to do some consensus-building around because there is kind of an even distribution across the 2 and the 3 rating, so you would want to figure out whether the team really thinks it’s a 2 or a 3. Item 2.3 has a lot of distribution across all 3 points of the rating scale and so you might want to build consensus around there too, because even though it’s below a 2, somebody actually thinks it’s in place and the majority of people think it’s at least somewhat in place, but the average isn’t necessarily representing that, so you might want to do some consensus-building and report an adjusted score. What we’ve also said in the action planning guide is those highlighted yellow are some that you could create action planning to create some immediate change. They’re really close at the cusp at that strength cutoff. And those highlighted yellow [RED?] are going to need more time and more intensive systems-change processes to see improvement. And again, similar to what we’ve done on the others, is you get a total tier II mean score as well as the implementation score, that’s a percentage—72.62% in place, really close to the 80% cutoff. And I’ve already gone over everything highlighted.” Tier implementation score

ISF Implementation Inventory Report Card Items will be pre-sorted by implementation level and tier Supports action planning Use this row for quick comparison of implementation across tiers Use this row for quick comparison of item responses and action planning. Refer to previous report pages for actual items. “So then the report card for this school continuing, then we’ve distributed the item across the strengths, mild, and moderate improvement areas. And I’ve already gone over those but you can see here how we distributed those and really I think what we’re going to do with these report cards is include the item numbers actually so that you can refer back to them very quickly. So this table gives you a very quick snapshot and analysis of the distribution of your items and you can refer back to the tables that look like this [previous slide] for that item-level analysis.”

Process for Completion Need an email from district or building administrator for consent – by ? A link will be sent from USC or UF Research Team – individual completion – by A report card will be generated within two weeks – by

Next Steps Identify action steps for your sites What would be helpful for next time? How can we best support you?

Resources New eBook on Family Engagement www.papbs.org - ISF page Available at www.pbis.org www.papbs.org - ISF page www.midwestpbis.org - ISF page

PBIS National Leadership Forum September 28 – 29 Hilton, Downtown Chicago “PBIS: Starting, Scaling, and Sustaining” 75 different breakout sessions – including a strand on mental health integration National Trainers and Exemplars 19 Roundtable/Discussions Networking Poster Session

www.pbis.org

www.pbis.org/mentalhealth

Kelly Perales Kelly.perales@midwestpbis.org 717-770-9365 Thank You! Kelly Perales Kelly.perales@midwestpbis.org 717-770-9365